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This study aims to assist decision-making in anti-bullying interventions by highlighting the importance of positive factors such as gratitude, forgiveness, and self-regulation in mitigating the negative impacts of bullying/cyberbullying. The objective was to examine and synthesize available evidence on the impact of gratitude, forgiveness, and self-regulation practices in the school context regarding bullying/cyberbullying phenomena. Three databases were consulted (Web of Science, Scopus, and Scielo), and the results include 14 articles. The three character strengths were associated with psychological well-being, life and school satisfaction, improved mental health, increased likelihood of engaging in pro-social behavior, and reduced involvement in bullying/cyberbullying situations. These strengths have the potential to enhance overall well-being and decrease risk behaviors, leading to more positive outcomes in experiences of violence. These results underscore the importance of considering students' individual strengths and the possible interventions to promote healthy school environments.
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Bullying , Cyberbullying , Perdão , Instituições Acadêmicas , Autocontrole , Humanos , Cyberbullying/psicologia , Bullying/psicologia , Autocontrole/psicologia , Estudantes/psicologia , AdolescenteRESUMO
This paper analyzed the role of depression as a mediator in the association between bullying, cyberbullying, and suicide risk in adolescent females. A total of 751 Colombian adolescent females (M= 13.71, SD=1.897), who were administered the Plutchik Suicide Risk Scale, the Beck Depression Inventory, the European Bullying Intervention Project Questionnaire and Cyberbullying. Bullying victimization and aggression and cyberbullying victimization were found to contribute statistically significant effects that explaining 22 % of the variance in depression. The variables of victimization in bullying and cyberbullying and depression explained 64 % of the variance in suicidal risk, and depression mediated the association between victim and aggressor roles in bullying and cyberbullying in predicting suicidal risk, whose total direct and indirect effects are statistically significant. The findings support the role of depression as a mediating variable between bullying and cyberbullying and suicidal risk in female adolescents and highlight the importance of focusing prevention and intervention efforts on risk factors for depression and suicidal behavior in cases of bullying and cyberbullying.
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Bullying , Vítimas de Crime , Cyberbullying , Depressão , Suicídio , Humanos , Feminino , Adolescente , Bullying/psicologia , Bullying/estatística & dados numéricos , Cyberbullying/psicologia , Cyberbullying/estatística & dados numéricos , Depressão/psicologia , Depressão/epidemiologia , Vítimas de Crime/psicologia , Vítimas de Crime/estatística & dados numéricos , Suicídio/psicologia , Suicídio/estatística & dados numéricos , Fatores de Risco , Criança , Colômbia/epidemiologia , Inquéritos e Questionários , Agressão/psicologia , Escalas de Graduação PsiquiátricaRESUMO
Parental socialization strategies are critical in explaining adolescents' online behavior. This study examined the relationships between parental restorative discipline, observed justice sensitivity, and cyber-bystander defender intervention (constructive and aggressive) in cyberbullying. The sample comprised 900 Mexican adolescents (40.2% male and 58.8% female), of which 450 were from secondary school (M age = 13.6, SD = 0.8) and 450 were from high school (M age = 15.4, SD = 1.3). Structural equation modeling with latent variables was performed. Overall, the results indicate that parental restorative discipline positively relates to the observer's justice sensitivity and the adoption of constructive interventions by cyber-bystander defenders. However, restorative discipline had no significant direct relationship with aggressive intervention. Observers' justice sensitivity mediates the association between restorative parenting discipline and aggressive or constructive defender interventions. Gender does not moderate the relationship proposed in the structural model. These findings suggest that parental restorative discipline explains constructive and aggressive cyber-bystander defender interventions in cyberbullying.
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Cyberbullying , Relações Pais-Filho , Poder Familiar , Humanos , Masculino , Feminino , Cyberbullying/psicologia , Adolescente , Poder Familiar/psicologia , Justiça Social , Comportamento do Adolescente/psicologia , México , Socialização , Pais/psicologia , Agressão/psicologiaRESUMO
Introduction: Bullying, both in person and online, is a significant risk factor for a range of negative outcomes including suicidal behaviors among adolescents and it is crucial to explore the protective effects of parental, school, and peer connectedness on suicidal behaviors among victims. Methods: This study is a secondary analysis of the Argentina Global School-based Student Health Survey (GSHS 2018). Logistic regression analysis, adjusting for age and sex, determines the likelihood of suicidal thoughts and attempts among bullying victims. To explore the modifying effect of school, parental, and peer connectedness on the association between bullying and suicide behaviors, the interaction term was included. Sampling design and weights were applied in all analyses in STATA 17. Results: The study included 56,783 students in grades 8-12, with over half being female. Adolescents aged 14-15 exhibited the highest prevalence of bullying, cyberbullying, suicidal thoughts, and attempts, with females displaying a higher prevalence in all measured categories. The study found that adolescents who reported being bullied or cyberbullied demonstrated a significantly higher likelihood of experiencing suicidal thoughts and attempting suicide. Furthermore, protective factors such as school, parental, and peer connectedness were found to play a critical role in mitigating the adverse impacts of bullying and cyberbullying on suicidal thoughts and attempts. Conclusion: The findings underscore the critical prevalence of both bullying and cyberbullying among school-going Argentinian adolescents and their profound association with suicidal behaviors. The study emphasizes the importance of supportive family environments and peer and school connectedness in mitigating the negative effects of bullying and cyberbullying on mental health and suicide risk among adolescents.
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Resumo O estudo analisou a associação entre Cyberbullying e fatores sociodemográficos, familiares, de saúde mental e comportamentais em escolares (13 a 17 anos) brasileiros. Trata-se de um estudo transversal com dados da PeNSE 2019. Realizou-se análise multivariada com regressão de Poisson. A prevalência de Cyberbullying foi de 13,2% e foi maior entre os adolescentes que sentiam que ninguém se preocupava com eles (RP=1,47; 1,36-1,59); se sentiam tristes (RP=1,5; 1,4-1,7); referiram que a vida não vale a pena (RP=1,71; 1,59-1,84); não tinham amigos (RP=1,68; 1,50-1,87); sofriam agressão dos pais (RP=1,54; 1,45-1,65); faltavam às aulas sem autorização (RP=1,13; 1,06-1,20); usavam tabaco (RP=1,19; 1,10-1,30); bebidas alcóolicas (RP=1,16; 1,08-1,25); drogas ilícitas (RP=1,14; 1,04-1,25); e tiveram relação sexual (RP=1,23; 1,14-1,33). Tiveram menor prevalência os adolescentes do sexo masculino (RP=0,85; 0,80-0,91), os mais velhos (16-17 anos) (RP=0,88; 0,82-0,95) e que reportaram ter supervisão dos pais no tempo livre (RP=0,78; 0,73-0,83). O Cyberbullying tem elevada prevalência e destaca-se a importância de monitorar a prática, estabelecendo ações de prevenção nas escolas.
Abstract This cross-sectional study assessed data from Brazil's 2019 National Student Health Survey to investigate associations between cyberbullying and sociodemographic, family, mental health, and behavioural factors among Brazilian schoolchildren. Multivariate analysis by Poisson regression found 13.2% prevalence of cyberbullying, which was higher among adolescents who felt nobody cared about them (PR=1.47; 1.36-1.59); felt sad (PR=1.5; 1.4-1.7); reported that life was not worth living (PR=1.71; 1.59-1.84); had no friends (PR=1.68; 1.50-1.87); suffered parental aggression (PR=1.54; 1.45-1.65); missed classes without permission (PR=1.13; 1.06-1.20); used tobacco (PR=1.19; 1.10-1.30); alcoholic beverages (PR=1.16; 1.08-1.25); or illicit drugs (PR=1.14; 1.04-1.25); or had sexual intercourse (PR=1.23; 1.14-1.33). Prevalence was lower among boys (PR=0.85; 0.80-0.91); those 16-17 years old (PR=0.88; 0.82-0.95); and who reported having parental supervision in their free time (PR=0.78; 0.73-0.83). Cyberbullying has a high prevalence, highlighting the importance of monitoring this practice and establishing prevention measures in schools.
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Introducción: la utilización de internet conlleva riesgos, como la aparición de las diferentes formas de acoso o ciberbullying. Objetivos: Determinar la frecuencia de diferentes formas de victimización por ciberbullying en adolescentes. Materiales y Métodos: Estudio observacional, descriptivo, prospectivo. Adolescentes de 12 a 18 años edad, que concurrieron al Hospital pediátrico, fueron invitados a participar de una encuesta vía formulario de Google, enviada por WhatsApp, utilizando un cuestionario validado en español en el periodo dé marzo a octubre del 2020. Variables: datos demográficos, exposición a mensajes amenazantes, imágenes humillantes, bromas, rumores, difusión online de información personal o imágenes de índole sexual y segregación del grupo. Los resultados fueron analizados en SPSS. El comité de ética aprobó el estudio con consentimiento informado de los participantes y sus padres. Resultados: Fueron incluidos 406 encuestados, con edad media 15,4±1.99. El 60,1% de sexo femenino, 88,4% de residencia urbana. El 22,5% sufrieron al menos un episodio de ciberbullying. El 19,7% y 26,6% recibieron mensajes amenazantes mensajes y redes sociales respectivamente. El 14,5% fueron humillados con imágenes en internet y el 30,3% con exposición de datos personales. El 10,3% fueron despojados de sus contraseñas. El 7,9 que han sido grabados en situaciones humillantes y el 1% ha sido grabado en situaciones de violencia física. 49,3% de los encuestados han sido apartados del grupo. Conclusión: El 22,5% de los adolescentes fueron objeto de algún tipo de acoso en línea. Los más frecuentes fueron la exposición de información personal y segregación del grupo.
Introduction: the use of the Internet carries risks, such as the appearance of different forms of harassment or cyberbullying. Objectives: To determine the frequency of different forms of cyberbullying victimization in adolescents. Materials and Methods: This was an observational, descriptive and prospective study. Adolescents from 12 to 18 years of age, who consulted at Pediatric Referral Hospital, were invited to participate in a survey via Google form, sent by WhatsApp, using a validated questionnaire in Spanish from March to October 2020. Variables: demographic data, exposure to threatening messages, humiliating images, jokes, rumors, online dissemination of personal information or images of a sexual nature, and exclusion from their peer group. The results were analyzed in SPSS. The ethics committee approved the study with the informed consent of the participants and their parents. Results: 406 respondents were included, with a mean age of 15.4 ± 1.99. 60.1% female, 88.4% urban residence. 22.5% suffered at least one episode of cyberbullying. 19.7% and 26.6% received threatening messages, vía instant messaging and social networks, respectively. 14.5% were humiliated with images on the internet and 30.3% with exposure of personal data. 10.3% were stripped of their passwords. 7.9% have been recorded in humiliating situations and 1% have been recorded in situations of physical violence. 49.3% of those surveyed have been excluded from their peer group. Conclusion : 22.5% of adolescents were subjected to some type of online bullying. The most frequent were the exposure of personal information and exclusion from their peer group.
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(analítico) Explicar y comprender la forma en que jóvenes escolarizados que han pasado por situaciones de ciberacoso sexual construyen su experiencia social requiere de investigaciones diseñadas desde perspectivas comprensivas. Este artículo presenta los resultados de una investigación cualitativa que incluyó la revisión de fuentes documentales oficiales y de prensa y la aplicación de técnicas mixtas como cuestionarios, entrevistas y el uso de un modelo de investigación acción participativa con estudiantes de educación básica y media de tres colegios públicos de Bogotá ubicados en localidades reportadas con altos índices de acoso escolar. Como hallazgos se resalta la construcción heterogénea de experiencias con estrategias diversas para hacer frente al acoso y tensiones en el ejercicio de derechos. Finalmente, se proponen acciones de prevención desde diferentes subsistemas para hacer frente a estas realidades.
(analytical) Explaining and understanding how school-educated youth who have gone through sexual cyberbullying situations construct their social experience requires research designed from comprehensive perspectives. This article presents the results of a qualitative research that included the review of official and press documentary sources and the application of mixed techniques such as questionnaires, interviews, and the use of a participatory action research model with students of basic and secondary education of three public schools in Bogotá located in localities reported with high rates of bullying. As findings, the heterogeneous construction of experiences with diverse strategies to deal with harassment and tensions in the exercise of rights is highlighted. Finally, prevention actions are proposed from different subsystems to face these realities.
(analítico) Explicar e entender como jovens educados na escola que passaram por situações de cyberbullying sexual constroem sua experiência social requer pesquisas projetadas a partir de perspectivas abrangentes. Este artigo apresenta os resultados de uma pesquisa qualitativa que incluiu a revisão de fontes documentais oficiais e de imprensa e a aplicação de técnicas mistas como questionários, entrevistas e o uso de um modelo de pesquisa de ação participativa com alunos do ensino fundamental e médio de três escolas públicas de Bogotá localizadas em localidades relatadas com altos índices de bullying. Como constatação, destaca-se a construção heterogênea de experiências com diversas estratégias para lidar com o assédio e as tensões no exercício dos direitos. Por fim, são propostas ações de prevenção a partir de diferentes subsistemas para enfrentar essas realidades.
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BACKGROUND: Bystanders' role in bullying situations is important, and may exacerbate or minimize the problem. Thus, this article aims to identify the characteristics of anti-bullying programs with an emphasis on bystanders. METHODS: This is a scoping review. We included studies that addressed interventions with an emphasis on bystanders, carried out with school children and adolescents, aimed at reducing bullying/cyberbullying and/or increasing defending behavior. Fifteen portals/databases were searched. The selection and extraction processes were carried out through the blind review strategy. The synthesis took place descriptively. RESULTS: We found 12 interventions. The most investigated were KiVa (n = 9), STAC (n = 3), and Curriculum-Based Anti-Bullying (n = 2). CONCLUSIONS: There are few anti-bullying programs with an emphasis on bystanders, and the majority are universal programs with strategies applied by teachers, giving little attention to parents. Moreover, most of these programs lack a broader mix of anti-bullying strategies. Therefore, we suggest developing anti-bullying programs with multiple components that contain universal, selective, and indicated strategies.
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Bullying , Vítimas de Crime , Adolescente , Criança , Humanos , Bullying/prevenção & controle , EstudantesRESUMO
Resumen La Alta Capacidad intelectual (ACI) es una manifestación diferencial de la inteligencia humana, de base neurobiológica, pero que debe expresar su alto potencial a lo largo del desarrollo de la per sona que la posee, mediante la covariación de factores moduladores endógenos (como la competencia social) y exógenos. El objetivo del trabajo es doble: 1) conocer, comparativamente la competencia social de menores con y sin ACI, 2) diferenciar aquellas competencias sociales que podrían ser factores protectores o de riesgo frente al mal uso de las tecnologías digitales. Se administra la Social Skills Improvement System-Rating Scales a una muestra de n = 70 aprendices (n = 35 con ACI, n = 35 con inteligencia promedio) de 11 a 16 años, analizando si existen diferencias estadísticamente significativas en habilidades sociales y en dificultades de conducta. Los resultados muestran diferencias estadísticamente significativas, a favor de los participantes con ACI en habilidades sociales (especialmente en: Responsabilidad, Cooperación y Autocontrol) y mejor ajuste personal, con baja inci dencia de dificultades internalizantes y externalizantes. Se concluye y discute el rol protector de las habilidades sociales para afrontar contextos interactivos complejos como el derivado de la era digital y agresiones como el cyberbullying.
Abstract High Intellectual Ability (HIA) is a differential manifestation of human intelligence with a neurobiologi cal basis but which must express its high potential along the developmental trajectory through the covariation of endogenous (such as social competence) and exogenous modulating factors. The aim of the study is twofold: 1) to know, comparatively, the social competence of children with and without HIA, 2) to differentiate those social competences that could be protective or risk factors against the misuse of digital technologies. The Social Skills Improvement System-Rating Scales were administered to a sample of n = 70 learners (n = 35 with ICA, n = 35 with average intelligence) aged 11 to 16, analysing whether there are statistically significant differences in social skills and behavioural difficulties. Results show statistically significant differences in favour of participants with ICA in social skills (especially in: Responsibility, Co-operation and Self-Control) and better personal adjustment, with low incidence of internalising and externalising difficulties. We conclude and discuss the protective role of social skills in coping with complex interactive contexts such as the digital age and aggressions such as cyberbullying.
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OBJECTIVE: To verify the association between victims of bullying and weapon possession among school adolescents. METHODS: This cross-sectional study was carried out with 2,296 high school students aged 14-19 years. An instrument containing questions from the validated Youth Risk Behavior Survey questionnaire and the National School Health Survey was used. To describe the profile of interviewees, absolute and relative frequencies were calculated, and the chi-square test was applied to verify the existence of associations. To test the association of bullying with weapon possession, Poisson logistic regression (univariate and multivariate) was used. The significance level used for all analyses was 5%. RESULTS: Among adolescents interviewed, 23.1% reported being victims of bullying. Among victims of bullying, 37.6% (PR = 1.68; 95% CI = 1.30 - 2.17) reported having already carried some type of weapon (knife, revolver, or truncheon) in the last 30 days, while the reported firearm possession was 38% (PR = 1.67; 95% CI = 1.16 - 2.40) and 47.5% of these adolescents carried some type of weapon (knife, revolver or truncheon) in the school environment (PR = 2.10; 95% CI = 1.50 - 2.93). CONCLUSIONS: It could be observed that adolescents who are victims of bullying are twice as likely of carrying some type of weapon (knife, revolver, or truncheon) to the school environment, and are also more likely of carrying a firearm.
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Bullying , Armas , Humanos , Adolescente , Estudos Transversais , Instituições Acadêmicas , Inquéritos e QuestionáriosRESUMO
High Intellectual Ability (HIA) is a differential manifestation of human intelligence with a neurobiological basis but which must express its high potential along the developmental trajectory through the covariation of endogenous (such as social competence) and exogenous modulating factors. The aim of the study is twofold: 1) to know, comparatively, the social competence of children with and without HIA, 2) to differentiate those social competences that could be protective or risk factors against the misuse of digital technologies. The Social Skills Improvement System-Rating Scales were administered to a sample of n = 70 learners (n = 35 with ICA, n = 35 with average intelligence) aged 11 to 16, analysing whether there are statistically significant differences in social skills and behavioural difficulties. Results show statistically significant differences in favour of participants with ICA in social skills (especially in: Responsibility, Co-operation and Self-Control) and better personal adjustment, with low incidence of internalising and externalising difficulties. We conclude and discuss the protective role of social skills in coping with complex interactive contexts such as the digital age and aggressions such as cyberbullying.
La Alta Capacidad intelectual (ACI) es una manifestación diferencial de la inteligencia humana, de base neurobiológica, pero que debe expresar su alto potencial a lo largo del desarrollo de la persona que la posee, mediante la covariación de factores moduladores endógenos (como la competencia social) y exógenos. El objetivo del trabajo es doble: 1) conocer, comparativamente la competencia social de menores con y sin ACI, 2) diferenciar aquellas competencias sociales que podrían ser factores protectores o de riesgo frente al mal uso de las tecnologías digitales. Se administra la Social Skills Improvement System-Rating Scales a una muestra de n = 70 aprendices (n = 35 con ACI, n = 35 con inteligencia promedio) de 11 a 16 años, analizando si existen diferencias estadísticamente significativas en habilidades sociales y en dificultades de conducta. Los resultados muestran diferencias estadísticamente significativas, a favor de los participantes con ACI en habilidades sociales (especialmente en: Responsabilidad, Cooperación y Autocontrol) y mejor ajuste personal, con baja incidencia de dificultades internalizantes y externalizantes. Se concluye y discute el rol protector de las habilidades sociales para afrontar contextos interactivos complejos como el derivado de la era digital y agresiones como el cyberbullying.
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Cyberbullying , Habilidades Sociais , Criança , Humanos , Comportamento Social , Adaptação Psicológica , CogniçãoRESUMO
Cyberaggression is an important problem today; it can affect adolescents in different ways. Therefore, reliable and valid measures are necessary to better study the phenomenon. The aim of the present study was to generate validity and reliability evidence for a Spanish-language cyberaggression scale from Garaigordobil, (2017) in a population of 1695 adolescents from northwestern Mexico (51.5% female) between 12- and 15-years-of-age. The results of this study contribute to the research and focus on cyberaggression in adolescents in Mexico. The measure used in this paper detects the different roles, including the bystander, rigorously testing the reliability and validity of the measure, providing a solid tool to evaluate cyberaggression in the Mexican context and guide evidence-based interventions and policies in educational settings.
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Resumen Esta investigación fue realizada bajo el alero de Amaranta, una ONG activista feminista chilena. Su objetivo fue explorar con perspectiva de género la violencia digital que afectó a mujeres de Chile y el estudio se realizó al inicio de la pandemia de COVID-19. Para ello, se encuestó a 531 mujeres de todas las regiones del país. De esta muestra no probabilística, un 73,8% habían sufrido violencia digital. Los ataques más reportados fueron: violencia verbal, acoso, envío de imágenes sexuales sin consentimiento, difamación, amenazas y pérdida de cuenta o acceso no consentido y tendían a provenir de personas anónimas y de hombres de su entorno. Entre las consecuencias de estas violencias, mencionan: efectos emocionales, en la autoestima o relación con su cuerpo y sentirse vigiladas. Se concluye que la violencia digital afecta de forma desmedida a mujeres, jóvenes y niñas y que, a raíz del poco o nulo acceso a educación sexual integral y alfabetización digital, podría costarles reconocerla, prevenirla y abordarla a tiempo.
Resumo Esta pesquisa foi realizada sob os auspícios da Amaranta, uma ONG ativista feminista chilena. Seu objetivo foi explorar a violência digital que afetou as mulheres no Chile desde uma perspectiva de gênero e o estudo foi realizado no início da pandemia da COVID-19. Para isso, foram entrevistadas 531 mulheres de todas as regiões do país. Desta amostra não probabilística, 73,8% sofreram violência digital. Os ataques mais relatados foram: violência verbal, assédio, envio de imagens sexuais sem consentimento, difamação, ameaças e perda de contas ou acesso não consentido, e sua origem tende a ser de pessoas anônimas e de homens ao seu redor. Dentre as consequências dessa violência citam: efeitos emocionais, na autoestima ou na relação com o corpo e o sentimento de ser vigiadas. Conclui-se que a violência digital afeta desproporcionalmente as mulheres, mulheres jovens e meninas que, como resultado do pouco ou nenhum acesso à educação sexual abrangente e à alfabetização digital, pode ser difícil para eles reconhecê-la, preveni-la e combatê-la a tempo.
Abstract This research was carried out under the wing of Amaranta, a Chilean feminist and activist NGO. Its objective was to explore from a gender perspective the digital violence that affected women in Chile. The study that was conducted at the beginning of the COVID-19 pandemic. For this purpose, 531 women from all regions of the country were surveyed. Of this non-probabilistic sample, 73.8% had suffered digital violence. The most reported attacks were: verbal violence, harassment, sending sexual images without consent, defamation, threats and loss of account or non-consensual access and tended to come from anonymous persons and men in their immediate circle. Among the consequences they mention: emotional effects, effects on self-esteem or relationship with their body and feeling watched. It is concluded that digital violence has a disproportionate impact on women, young women and girls and that, due to little or no access to comprehensive sexual education and digital literacy, it may be difficult for them to recognize, prevent and address it in time.
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Humanos , Feminino , Adulto , Violência de Gênero , Cyberbullying , Redes Sociais Online , Entrevistas como Assunto , Feminismo , COVID-19RESUMO
Abstract Objective To verify the association between victims of bullying and weapon possession among school adolescents. Methods This cross-sectional study was carried out with 2,296 high school students aged 14-19 years. An instrument containing questions from the validated Youth Risk Behavior Survey questionnaire and the National School Health Survey was used. To describe the profile of interviewees, absolute and relative frequencies were calculated, and the chi-square test was applied to verify the existence of associations. To test the association of bullying with weapon possession, Poisson logistic regression (univariate and multivariate) was used. The significance level used for all analyses was 5%. Results Among adolescents interviewed, 23.1% reported being victims of bullying. Among victims of bullying, 37.6% (PR = 1.68; 95% CI = 1.30 - 2.17) reported having already carried some type of weapon (knife, revolver, or truncheon) in the last 30 days, while the reported firearm possession was 38% (PR = 1.67; 95% CI = 1.16 - 2.40) and 47.5% of these adolescents carried some type of weapon (knife, revolver or truncheon) in the school environment (PR = 2.10; 95% CI = 1.50 - 2.93). Conclusions It could be observed that adolescents who are victims of bullying are twice as likely of carrying some type of weapon (knife, revolver, or truncheon) to the school environment, and are also more likely of carrying a firearm.
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Abstract This article investigates the relationship of cyberbullying to motivation to learn and the use of digital information and communication technologies (DTIC). The survey included 529 high school and 293 higher education students who answered the Motivation to Learn Scale with the use of DITC Scale and the Cyberbullying Assessment Scale. Statistically significant correlations were identified between the constructs, especially in high school. The relationships had a positive direction, weak and high magnitude. Cyberbullying and educational levels predicted controlled (28%) and autonomous (5%) motivation. Motivation and cyberbullying levels stood out in high school. This research contributes to pedagogical practices and the conduct of further studies on this theme.
Resumo Neste artigo investigaram-se as relações do cyberbullying para a motivação para aprender e o uso de tecnologias digitais de informação e comunicação (TDIC). Participaram da pesquisa 529 alunos do ensino médio e 293 do ensino superior que responderam a Escala de Motivação para Aprender com o uso das TDIC e a Escala de Avaliação do Cyberbullying. Identificaram-se correlações estatisticamente significativas entre os construtos, sobretudo no ensino médio. As relações tiveram uma direção positiva, de fraca e alta magnitude. O cyberbullying e os níveis de ensino predisseram a motivação controlada (28%) e autônoma (5%). Os níveis de motivação e cyberbullying se sobressaíram no ensino médio. Esta pesquisa contribui para as práticas pedagógicas e a condução de novos estudos sobre esta temática.
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Resumen La promoción de la convivencia escolar es una tarea imprescindible en las escuelas del siglo XXI, que, aparte de la enseñanza del contenido académico, están llamadas a preparar para la vida y prevenir la violencia. Aunque se reconozca la importancia de la convivencia escolar y se hayan implementado diversos programas para su promoción, todavía es necesario profundizar en el conocimiento de las bases psicológicas que fundamentan el quehacer de las escuelas en relación con la convivencia. Por ello, en el presente artículo se pretende delimitar el concepto de convivencia escolar y se propone un modelo de convivencia escolar basado en los conocimientos de la Psicología Evolutiva y de la Educación. Se trata de un modelo en el que la convivencia escolar se nutre de factores personales y contextuales para la prevención de la violencia y promoción de la ciudadanía y la paz. Con este propósito, se realiza una revisión de literatura científica sobre diversos componentes de la convivencia escolar y su desarrollo normativo en el alumnado, y una propuesta de su promoción a través de la educación. La convivencia se conceptualiza desde una perspectiva positiva a partir de la promoción de conductas prosociales.
Abstract Fostering a positive school climate is a crucial task of the 21st century schools which, besides teaching academic skills, need to prepare for life and prevent violence. Although the importance of a positive school climate is broadly recognized, and there are numerous programs for its promotion, it is still necessary to increase knowledge on the psychological bases for educational practice in relation to a positive school climate. This article provides a theoretical basis to understand the concept and a model of a positive school climate based on developmental and educational Psychology. In this model, school climate is a combination of personal and contextual factors that make it possible to prevent violence and promote citizenship and peace. A literature review focused on different components of a positive school climate and their normative development in students is presented together with suggestions for its promotion. A school climate is conceptualized from a positive perspective based on the promotion of prosocial behaviour.
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Resumen Introducción/Objetivos: En los últimos años, se constata la extensión entre la población infanto-juvenil del cyberbullying y el sexting. La presente investigación tiene los objetivos de (1) identificar las prácticas de cyberbullying y sexting entre adolescentes de Educación Secundaria Obligatoria, por rol de participación; y su relación con el sexo, la edad, el ciclo educativo y la autoestima; y (2) identificar el poder predictivo de los roles en cyberbullying y la autoestima sobre las dinámicas de sexting. Método: Se llevó a cabo un diseño ex post facto retrospectivo de grupo único. Participaron 954 estudiantes (50.4% chicos), entre los 12 y 18 años (M = 13.71; DT = 1.31). Se utilizaron el ECIP-Q y el Sex and Tech para evaluar las prácticas de cyberbullying y sexting y la Rosenberg Self-Esteem Scale para la autoestima. Resultados: Se observaron diferencias estadísticamente significativas en ciberagresión y sexting (envío de mensajes) en función del sexo, con puntuaciones mayores en los chicos. La cibervictimización y la autoestima resultaron explicativas del sexting cuando los adolescentes están presionados a mandar mensajes, mientras que la ciberagresión resultó explicativa del sexting sin presión social. Conclusiones: Estos resultados señalan la necesidad de considerar ambas realidades en intervenciones educativas en la etapa escolar.
Abstract Abstract Introduction/Aims: Last years the extension of negative cyber conducts among child and adolescent population like cyberbullying and sexting has been confirmed. The aims of present study are: (1) to analyze cyberbullying and sexting practices among Secondary School students, attending to their roles of implication and its relationship with sex, age, academic year, and self-esteem; and (2) to identify the explanatory power of the roles in cyberbullying and self-esteem on sexting practices. Method: A retrospective ex post facto design in only group was conducted. Participants were 954 students (50.4% male), between 12 and 18 years (M = 13.71; DT = 1.31). ECIP-Q and Sex and Tech were used to analyze cyberbullying and sexting. Rosenberg Self-Esteem Scale was used to assess self-esteem. Results: Statistically significant differences in cyber aggression and sexting (adolescents who send messages to others) were observed according to sex, boys scoring higher than girls. Cybervictimization and self-esteem were explanatory variables of sexting when students were pressured to send texts, whereas cyberaggression was an explanatory variable of sexting participation with non-social pressure. Conclusions: The findings highlight the need of considering both problems for educational interventions in the school period.
RESUMO
Resumen Introducción: Un creciente número de estudios han demostrado vínculos consistentes entre la teoría de la desvinculación moral de Bandura y los comportamientos disruptivos e inhumanos. Recientemente se han explorado las relaciones directas e indirectas de la desvinculación moral con el acoso escolar, el ciberacoso y otros comportamientos agresivos en niños(as) y adolescentes, lo cual amerita una revisión de los principales hallazgos. Objetivo: Revisar la literatura y evidencia empírica sobre el efecto de la desvinculación moral en la participación de niños(as) y adolescentes en el acoso escolar, el ciberacoso y otros comportamientos agresivos. Método: Se trató de un estudio de revisión documental. La búsqueda bibliográfica se efectuó en la Web of Science. Se incluyeron 45 estudios empíricos para el análisis. Resultados: Se encontró que la desvinculación moral y sus diferentes estrategias sociocognitivas tienen efectos directos e indirectos que predicen la participación de niños(as) y adolescente en el acoso escolar, el ciberacoso, comportamientos agresivos y antisociales. Adicionalmente, la empatía, las relaciones de amistad, la crianza, las tendencias prosociales, la ira y los rasgos insensibles-no emocionales son factores que, en conjunto, contribuyen al desarrollo, mantenimiento o disminución de conductas de acoso y ciberacoso. También se reportó que los hombres presentan una mayor tendencia que las mujeres al acoso escolar, el ciberacoso, la agresión y uso de la desvinculación moral. Conclusiones: Se señala la importancia de los procesos de cognición moral para el desarrollo de estrategias de intervención psicoeducativa y psicosocial destinadas a prevenir y reducir el acoso y ciberacoso en niños(as) y adolescentes.
Abstract Introduction: A growing number of studies have demonstrated consistent links between Bandura's moral disengagement theory and disruptive and inhumane behaviors. The direct and indirect relation- ships of moral disengagement with bullying, cyberbullying, and other aggressive behaviors in children and adolescents have recently been explored, ensuring a review of key findings. Objective: To review the literature and empirical evidence on the effect of moral disengagement on children's and adolescents' engagement in bullying, cyberbullying, and other aggressive behaviors. Method: This was a documentary review study. The literature search was carried out in the Web of Science. Forty-five empirical studies were included for analysis. Results: Were found that moral disengagement and its different socio-cognitive strategies have direct and indirect effects that predict child and adolescent involvement in bullying, cyberbullying, aggressive and antisocial behaviors. Additionally, empathy, friendship relationships, parenting, prosocial tendencies, anger and callous-unemotional traits are factors that together contribute to the development, maintenance or decrease of bullying and cyberbullying behaviors. It was also reported that males present a greater tendency than females to bullying, cyberbullying, aggression, and use of moral disengagement. Conclusions: The importance of moral cognition processes for the development of psychoeducational and psychosocial intervention strategies aimed at preventing and reducing bullying and cyberbullying in children and adolescents is pointed out.
RESUMO
O cyberbullying é um fenômeno presente em todo o mundo, com incalculáveis consequências para a vida dos envolvidos. Considerando que os estudos interculturais sobre o cyberbullying realizados com os países lusófo-nos se limitam a investigações que envolvem participan-tes do Brasil e Portugal, se evidencia a necessidade de ampliar o conhecimento e investigar as perspectivas de adolescentes em outros contextos. Deste modo, o presente estudo teve o objetivo de investigar os significados, experiências e repercussões do cyberbullyingem um grupo de adolescentes do Brasil e de Angola. Um total de 50 adolescentes participaram do estudo, sendo 23 brasileiros e 27 angolanos, com idades entre 11 e 17 anos (m= 13.58 anos; dp= 1.56), majoritariamente do sexo feminino (Brasil = 52.2 %; Angola = 55.6 %), do 6º ao 12° ano de escolaridade. Para a coleta de dados utilizamos entrevistas individuais semiestruturadas e a análise de conteúdo através de uma abordagem mista (categorizações dedutiva e indutiva) foi realizada para analisar os dados. Os resultados revelaram que, embora se verifiquem divergências e similaridades no que diz respeito às três perspectivas estudadas, os adolescentes de ambos os contextos atribuem significados ao cyberbu-llying que remetem a uma perspectiva comportamental e de causalidade do fenômeno. Além disso, os brasilei-ros apresentaram porcentagens mais elevadas em termos de experiências. De modo adicional, os participantes de ambos os contextos consideraram que as consequên-cias do cyberbullying são mais presentes na vida das vítimas (esfera escolar, social, psicológica-emocional e psiquiátrica). Os resultados são discutidos lançando luz sobre o caminho ainda por trilhar nesta temática atual e abrindo perspectivas para novas interrogações.
Cyberbullying is a phenomenon present across the globe, with incalculable consequences for the lives of those involved. Considering that intercultural cyberbullying studies conducted in Portuguese-speaking countries are limited to investigations involving participants from Brazil and Portugal, the need to expand this knowledge and investigate the perspectives of adolescents in other contexts is evident. Thus, the present study aimed to investigate the meanings, experiences, and repercus-sions of cyberbullying in a group of adolescents from Brazil and Angola. A total of 50 adolescents participated in the study, 23 Brazilians and 27 Angolans, aged 11 to 17 years (m= 13.58 years; sd = 1.56), mostly female (Brazil = 52.2 %; Angola = 55.6 %), from the sixth to the twelfth grade. For data collection, we used semi-structured individual interviews and content analysis through a mixed approach (deductive and inductive categorizations) was performed to analyze the data. Results revealed that, although there are divergences and similarities regarding the perspectives studied, adolescents from both contexts attribute meanings to cyberbullying that refer to behavioral and causal pers-pectives of the phenomenon. Moreover, Brazilians presented higher percentages in terms of experiences. Additionally, participants from both contexts con-sidered that the consequences of cyberbullying are more present in the lives of the victims (school, social, psychological-emotional, and psychiatric spheres). Re-sults are discussed, shedding light on the path still to be traveled regarding this current topic and opening perspectives for new questions.
El ciberacoso es un fenómeno presente en todo el mundo, con consecuencias incalculables para la vida de los implicados. Teniendo en cuenta que los estudios interculturales sobre el ciberacoso realizados con países hablantes de la lengua portuguesa se limitan a investigaciones con participantes de Brasil y Portugal, es necesario ampliar el conocimiento e investigar las perspectivas de los adolescentes en otros contextos. Por lo tanto, el presente estudio tuvo como objetivo investigar los significados, experiencias y repercusiones del ciberacoso en un grupo de adolescentes de Brasil y Angola. Participaron 50 adolescentes, 23 brasileños y 27 angoleños, con edades comprendidas entre los 11 y los 17 años (m = 13.58 años; dt = 1.56), mayoritariamente de género femenino (Brasil = 52.2 %; Angola = 55.6 %), del 6º al 12º año de escolaridad. Para la recogida de datos se utilizaron entrevistas individuales semiestructuradas y el análisis de con-tenido mediante un enfoque mixto (categorizaciones deductivas e inductivas), llevado a cabo para analizar los datos. Los resultados revelaron que, aunque existen divergencias y similitudes en relación con las tres perspectivas estudiadas, los adolescentes de ambos contextos atribuyen al ciberacoso significados que hacen referencia a una perspectiva conductual y a la causalidad del fenómeno. Además, los brasileños presentaron porcentajes más altos en cuanto a experiencias. Así mismo, los participantes de ambos contextos consideraron que las consecuencias del ciberacoso están más presentes en la vida de las víctimas (ámbito escolar, social, psicológico-emocional y psiquiátrico). Los hallazgos se discuten arrojando luz sobre el camino que queda por recorrer en este tema actual y abriendo perspectivas a nuevos interrogantes.
Assuntos
Humanos , Sexo , Língua , Conhecimento , Escolaridade , CyberbullyingRESUMO
O ciberbullying constitui uma realidade cada vez mais presente na vida dos mais jovens e desprotegidos, o que pode perturbar o seu desenvolvimento e bemestar. O presente estudo tem como objetivo explorar a associação entre o ciberbullying, a ideação suicida e a comunicação parentofilial nos adolescentes e jovens adultos. O estudo foi feito com uma amostra de 401 adolescentes e jovens adultos, com idades compreendidas entre os 15 e os 24 anos. Recorreu-se ao Questionário de Cibervitimização (cyvic), ao Questionário de Ideação Suicida (qis) e à Escala de Avaliação da Comunicação na Parentalidade (compa) para coleta dos dados. No que se refere à idade foram encontradas diferenças significati-vas relativamente à cibervitimização. Quanto ao número de horas de utilização da Internet foram encontradas diferenças em relação à cibervitimização, à ideação suicida e à comunicação parental da figura materna nomeadamente nas subescalas confiança/partilha e metacomunicação. Foram encontradas associações entre a cibervitimização, ideação suicida e a comunicação parental do pai e da mãe. Por fim, observou-se que a ideação suicida prediz a cibervitimização, enquanto a disponibilidade da mãe prediz a cibervitimização. É urgente que este problema de saúde seja multidisciplinarmente identificado e combatido ao mesmo ritmo com que a tecnologia se entrosa e é preponderante na vida das gerações mais novas.
El ciberacoso es una realidad cada vez más presente en la vida de personas jóvenes y desprotegidas, que puede trastornar su desarrollo y bienestar. El presente estudio tiene como objetivo explorar la asociación entre el ciberacoso, la ideación suicida y la comunicación padres-hijos en adolescentes y adultos jóvenes. El estudio se realizó con una muestra de 401 adolescentes y adultos jóvenes, con edades comprendidas entre los 15 y 24 años. Para la recolección de datos se utilizó el Cuestionario de Victimización Cibernética (cyvic), el Cuestionario de Ideación Suicida (qis) y la Escala de Evaluación de la Comunicación Parental (compa). En cuanto a la edad, se encontraron diferencias significativas en la cibervictimización. Respecto al número de horas de uso de Internet, se encontraron diferencias en relación con cibervictimización, ideación suicida y comunicación parental de la figura materna, concretamente en las subescalas confianza/compartir y metacomunicación. Se hallaron asociaciones entre cibervictimización, ideación suicida y comunicación parental de padre y madre. Finalmente, se observó que la ideación suicida predice cibervictimización, a la vez que la disponibilidad materna predice ciber-victimización. Es urgente que este problema de salud sea identificado y combatido de forma multidisciplinar, al mismo ritmo que la tecnología se entrelaza y es preponderante en la vida de las generaciones más jóvenes.
Cyberbullying is a reality that is increasingly present in the lives of young and unprotected people, which can disturb their development and wellbeing. This study aimed to explore the association between cyberbullying, suicidal ideation and parent-child communication in adolescents and young adults. The study was carried out with a sample of 401 adolescents and young adults aged between 15 and 24 years. Data were collected through the Cybervictimization Questionnaire (cyvic), the Suicidal Ideation Questionnaire (qis) and the Parent-ing Communication Assessment Scale (compa-a). Considering age, significant differences were found related to cyber-victimization. Regarding the number of hours of Internet use, differences were found associated with cybervictimization, suicidal ideation and parental communication of the mother figure, namely in the trust/sharing and meta-communication subscales. Associations were found between cybervictimization, suicidal ideation and parental communication from the father and mother. Finally, it was observed that suicidal ideation and mother availability predict cybervictimization. It is urgent that this health problem be identified and fought in a multidisciplinary way at the same pace with which technology intertwines and is preponderant in the lives of the younger generations